Henderson Lynne

Henderson Lynne

Unique reference number (URN): EY286644 Address: 7 Morton Street, Walker, Newcastle upon Tyne, Tyne and Wear, NE6 2JH Type: Childminder Registered with Ofsted: 26/07/2004 Registers: EYR, CCR, VCR Registered person: Henderson, Lynne

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands that regular attendance supports children's development. She has established routines for children, including around mealtimes. She encourages children to tidy toys away when they have finished using them. These routines support children's understanding of structure, responsibility and how to behave. Children demonstrate positive social skills. They learn to share and cooperate with each other. Children show enthusiasm for learning when new activities are introduced, and have positive relationships with the childminder. They are keen for her to join in with their play. The childminder manages behaviour effectively by calmly addressing unwanted actions. She reinforces expectations around sharing and kindness, taking account of the age and stage of children's development. When children test boundaries, the childminder consistently repeats guidance to help them understand appropriate behaviour. As a result, children interact well and treat

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Children's welfare and wellbeing Expected standard

Children are cared for in a well-resourced environment, and make their own choices about their play. The childminder has an awareness of how to adapt activities to include children with special educational needs and/or disabilities. She demonstrates positive, caring relationship with children. She actively supports their physical development and promotes an understanding of healthy eating and oral health. To ensure smooth transitions, the childminder offers settling-in visits when a child starts. This helps her to become familiar with children's needs and interests, and to provide resources that will engage them. Children develop a sense of belonging and demonstrate secure attachments with the childminder. The childminder helps them to understand how to treat others, particularly around sharing and taking turns. This supports children's emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from regular outings. This helps them learn to keep themselves safe in different environments, such as when travelling by bus or walking in public spaces. The environment is organised to support children's independence skills. The childminder provides clear guidance to promote safety. For example, she reminds children not to climb on furniture.

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Achievement Needs attention

Children do not make the progress that they should in their learning and development. Their developing speech and language skills lack the support they need to help them become confident speakers. The childminder does not consistently monitor children's progress or identify gaps in learning. This includes for children with special educational needs and/or disabilities.

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Achievement Needs attention

Children show enthusiasm for trying new activities. They demonstrate curiosity and concentration, for example, when exploring numbers and shapes or stacking magnetic blocks. Children respond positively to praise, showing pride in their achievements. Children learn skills in preparation for school. The childminder discusses what school will be like with them and they start to recognise letters and words. They build on emotional readiness for the transition to school. Children develop healthy habits as they wash their hands before meals and understand the importance of cleaning their teeth. This supports their good health.

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Curriculum and teaching Needs attention

The curriculum lacks sufficient depth to support children with delays in their development and special educational needs and/or disabilities, particularly around support for their speech and language. Planning and monitoring are not robust enough to ensure progression across all areas of learning. The childminder's understanding of typical developmental milestones lacks the clarity required to build on what children know and can do, and to identify gaps in learning.

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Curriculum and teaching Needs attention

Children's personal, social and emotional development is supported. The childminder is calm and caring. She provides a range of resources and creates an environment that encourages children to engage in activities. She interacts at the children's level during play, which promotes participation and supports their confidence. There is an emphasis on early mathematical development, including activities that involve simple counting, number recognition and matching shapes and colours. However, these activities do not always closely match children's abilities. Children take part in games, such as pairing up animals, developing recognition skills. Children have regular access to outdoor areas, where they develop their physical skills. The childminder plans experiences that broaden children's understanding of the world around them, including trips in the local environment and area, such as bus journeys, where children learn about safety.

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Inclusion Needs attention

The childminder does not consistently follow through on strategies to support all children's speech and language development. The childminder does not have sufficiently thorough procedures in place to monitor children's progress or review the efficacy of support. This hinders the effectiveness of any support in place, particularly for children with barriers to their learning. Professional development is not well focused to continually raise standards of teaching.

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Inclusion Needs attention

The childminder gathers information from parents when children first start and observes them during play to understand their abilities. She speaks with parents if she has concerns about a child's development and she recommends sources of help for advice to help their children develop. The childminder understands that it is important to work with other agencies to provide the help that children need. She understands that there is funding available for eligible children that will support their learning and development.

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Leadership and governance Needs attention

Since the last inspection, the childminder has developed how she records children's attendance. She makes sure that all records are current and accessible. The childminder's understanding of children's developmental stages is lacking in depth. The childminder is inconsistent in her support for and monitoring of children's developing communication and language. This means children do not always make the progress that they should. The childminder understands that her practice can be improved in certain areas, such as offering more structured teaching opportunities to extend children's learning. The childminder keeps up to date with mandatory training. The childminder does understand the strengths of her setting, such as the warm, and caring relationships she has with children. This provides a secure and nurturing environment.

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Leadership and governance Needs attention

The childminder helps new children to settle through introductory sessions. She talks to parents and carers to find out what children can do. The childminder informs parents about children's experiences and offers ideas to continue learning at home. The childminder speaks to parents if she has concerns about a child's development and understands to work with other agencies involved in children's development. The childminder helps children prepare for transitions to other settings, such as schools, by promoting independence and key skills.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Overall, children make progress in their development. However, the childminder does not monitor children's development beyond completing the progress check at age 2. As a result, she does not always identify delays or gaps in learning. Support for all children's speech and language development is not sufficiently consistent to help them to make expected progress from their starting points. This includes children with special educational needs and/or disabilities.

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What it's like to be a child at this setting

The childminder provides a warm and welcoming environment, where children feel happy and settled. They enjoy spending time with her and eagerly take part in the activities she offers. For example, they search for stickers to use in their books and enjoy making marks on paper. Children are confident, they know where resources are stored and make independent choices about what they want to do. They learn to be sociable with one another and are keen to engage with their peers and adults too.

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What it's like to be a child at this setting

The childminder is mindful of promoting regular attendance for children and encourages parents and carers to let her know if children cannot attend. The childminder understands what she wants children to learn through the activities she provides. She supports some of the skills and knowledge children need before starting school. For instance, she helps prepare them emotionally and teaches them how to mix with other children. The childminder talks to children about what school will be like. She supports their key skills in readiness, such as holding a pencil correctly and recognising letters in words.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the equality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out for this inspection.

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Address:

7 Morton Street Walker Newcastle upon Tyne Tyne and Wear NE6 2JH

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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